IDP Schools Resource Centre Project
Debark, 2017
Meet some of the Student and Teachers
from Debark Primary Schools

Prepared by Heidi Cutts

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English language improvement:teacher training in Debark
English Language Teacher’s workshop
Habtamu Molla (Supervisor of the Debark Primary Cluster) & Solomon Tezera (Manager,
Education Office) arranged a meeting of School Principals to discuss the proposed
English Language training for teachers.
All English language teachers would be invited for training. To accommodate theirteaching commitments and examination preparation the training was split into two
sessions per day over three days.
The teachers were divided by the grades they taught, session one being for grade 5-8
teachers and session 2 for grade 1-4 teachers.

Workshop outline
Day1
Session 1: introduction to phonics
 Power-point presentation giving an overview of phonics and introducing the firsttwo phases of letters & sounds
 Interactive letter sounding, segmenting and blending and word recognition
games
Session 2: practical phonics
In this session the workshop divided into two smaller groups for practical activity. After
30 minutes the groups swapped activitiesGroup 1: basic introduction to computers, how to switch-on, use a mouse andgeneral introduction to ‘sonic phonics’Group 2: introduction to new library resources and phonics books
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Day 2
Session 1: introduction to phonics
Power-point presentation introducing phase 3 – 6 letters and soundsInteractive letter sounding, segmenting and blending and word recognition
games

Session 2: practical phonics
In this session the workshop divided into smaller two groups for practical activity. After
30 minutes the groups swapped activitiesGroup 1: more practice with basic computers and practice with ‘sonic phonics’Group 2: introduction to English language resources, making a simple paper
phonics game3

Day 3Session 1: introduction to ‘sonic phonics’
In this session the sonic phonics programme was presented through the digitalprojector so that everyone could explore this resource together.
The group did lots of letter sounding, blending and segmenting together. We looked at‘tricky’ words and more complex sounds
Session 2: practical phonics
This session was partly teacher led & responded to their request for revision in certain
areas. Working together as a group we revised some tricky sounds
We did some dictation based on phase 3 – 5 words and included some ‘tricky’ words.
The session ended with a feedback and discussion led by Habtamu.

4Workshop evaluation
What worked?
Theory and practical work
Teachers enjoyed the combination of theory and practical elements in the workshop.
They were engaged and participated fully in each activity. They were supportive of eachother and were attentive and patient when listening to each other sounding,segmenting and blending letters.
Everyone appreciated having the opportunity to learn some basic computer skills. Thiswas very necessary before teachers could begin to use the sonic phonics programme.
Having a chance to repeat this activity each day and consolidate learning was very
beneficial. For many teachers this was the first time they had used a PC.
Looking at the new English language books together, especially the phonics books,
helped the teachers to better understand how they could be used to support learning
both inside & outside the classroom.
Letter sounding
Teachers need help with pronunciation of letter sounds, especially vowels and some of
the less familiar sounds such as ‘th’. Practising in small groups and as a larger groupgave them more confidence. By the end of the workshop there was a noticeable
improvement in teacher’s pronunciation and in their confidence in sounding letters.

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Length of sessions
Having relatively short sessions that are reviewed & built on each day works well forthis type of learning. It takes time for people to gain confidence with language and it isimportant not to work too quickly.

Challenges
Computer virus
A very virulent virus was picked up through one of the PC’s which infected both mylaptop and several flash drives and an external hard drive. The PC’s don’t appear tohave an up-to-date virus protection. This is something that needs further investigation
and action to prevent similar problems in the future.
No laptop
As reported last time the laptop is not working. Without a laptop it is not possible to use
the digital projector easily in the resource centre. A laptop is absolutely necessary if thephonics programme is to be used on outreach to other schools such as Kuletch Meda.
For the workshop, a laptop was borrowed from a private individual, but this cannot be along-term arrangement.
Power outage
Power outage is a very regular occurrence making digital presentations and learning
problematic. For each workshop session I prepared non-digital resources so thattraining could continue without power. Alternative methods of teaching need to becarefully thought through. Planning digital teaching is problematic due to the erratic
power supply.

Recommendations
Hard copy resources
Teachers requested a hard copy resource for phonics. Not everyone can easily accessthe PCs and not all teachers have the confidence to search for files and resources dueto their limited computer skills.
A resource, using simple language would be very beneficial to teachers. It is something
they could use in teaching, in improving their own practice and to refer to whenplanning.
As a response to the teachers’ request I made a simple hard copy resource based on
the presentation given during the workshop. Lack of time (and power) means thishand-out is very basic.
For the future it is important to consider seriously this request for hard copy support
material. A resource that is locally relevant, using simple English language would bevery beneficial.

6A lot of phonics teaching guidance and material is designed for a UK teachingenvironment which is very different from the day to day reality of teaching in Ethiopia.
In the UK child centred education is the norm with learning through play and activity
common. In Ethiopia there is not the experience or resources currently for this type ofteaching. Creating some ‘bridging’ material that uses the principle of phonics teaching
but made relevant for local teaching practice would be very useful.
“I have been an English teacher for 5
years. It is an important job because
English is a world language and neededin so many professions.
I love to teach and see children learning.
Without learning there is no life.
English is not easy, the sounds are
difficult. Before, we didn’t have any wayof getting good pronunciation. Now after
the training I feel more confident andthe video [sonic phonics] makes it
clearer.”Ethun Bizu
English teacher
Walia primary School“I have been teaching English for 2
years, teaching grade 1-4.
As a child I wanted to be a teacher and
now I really enjoy my job.
Learning phonics has really helped me
and it will be a good way to teach in the
future. It makes the pronunciationeasier to understand. I will need a lot
more practice and it would be good tohave more training to help us more.
Yissaw Mohamed
English teacher
Walia primary School7

“I have been the Principal of Debark Primary
School for 3 years. My job is rewarding andgives me the freedom to interact in all areasof society. Discussing with the community
about cultural and religious values I learn
more and am able to support students more
fully.
In the future I would like to eradicate
illiteracy in Debark and ensure equality ofeducation for everyone.
In the past two years I have worked hard to
double the school’s revenue. This I haveachieved through farming, grazing andfirewood. This helps me to improve theschool environment.
This year I plan to improve the classrooms
by putting down concrete floors. If theenvironment is more conducive for students
they will be happy to learn.”
Shagaw Adan
Principal
Debark primary School“Teaching is the most important job; it is thefoundation and learning for every otherprofession.
The English teacher’s role is vital for the
progress of all students. They need more
support and better training. The phonics andthe new resources will really help them.
Without good English language children
cannot hope to progress well. A goodfoundation in English gives them the chanceto achieve their full potential in life.
Habtamu Molla
Supervisor
Debark Primary Cluster8

Libraries
Primary Schools Libraries
Out of the seven primary schools in the Debark Primary Cluster, four schools; Walia,
Debark, Kuletch Meda and Mikael have a dedicated library space and a full-time
librarian. The other three schools are in the process of planning a library for the nextschool year. Currently they are making use of temporary classroom spaces.
All libraries in Debark keep accurate, detailed, daily records of readers’ names, gender,
age, grade and books looked at. The libraries have a common manual setting out theway the library should be run and what information should be recorded.

Walia Primary School
The library is plastered, block-built building with a corrugated tin roof and glazed
windows. The floor is tiled and internal walls are plastered and painted. The building isin good condition.
The library space is in a large open room, with lots of natural light and plenty of tables
and chairs.
An area to the left is set up for younger children with lower tables and smaller chairs.
The library is divided into two areas: the main borrowing & reference library and the
new English Language reference library.
The library is very well used by staff and children and very accurate and detailed
records are kept by the librarian Tefere, to record who is using the library. His daily
records give an accurate picture of reader numbers and choices.
The English language library books donated by IDP are reference only, other books fromthe main library can be borrowed for up to two days.
The library is a quiet, calm space where children come to read or to do homework. I
saw many children revising for exams. Past exam papers are available in the library as
well as notes from teachers. I saw many children making use of this valuable resource.
Children take responsibility for library security, checking each other as they leave andalways returning books to shelves or to the librarian.

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The IDP English language books have proved especially popular with young readers.
This is largely due to the attractiveness of the books and the bright illustrations. It isalso down to the diverse subjects covered by the books. The librarian, Tefere said themost popular books were ‘information’ books about science, animals and space.

“I am waiting for the
library to open. Me andmy friend are going toread the new books. We
don’t have class thisafternoon so we aregoing to the library.“10

“Before I became the librarian at
Walia Primary School I worked asa records and documentation
officer in the Education Office.
I started this job two and a halfyears ago and I love it. I am solucky to work in the library.
I love working with children,
encouraging them to learn more
and improve their reading.
I am so lucky to have the chance
to read while I am in the library,
to change my life for the better.
I like to read history books. I’ve
learnt so much more about myhistory and I can then help thestudents with their questions.
My life is truly blessed by thisknowledge and working in thislibrary.”
TefereLibrarian
Walia Primary School

Tefere’s love of his job really shines through, his library is a safe place for children toread and study. The space is clean and bright and well cared for. The books are wellorganised and can be easily accessed by everyone. Children study on their own or
quietly in small groups. Their respect for each other, the books and the library space
has been learnt from their committed librarian.

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Debark Primary School
The library space is in one of the oldest buildings in the compound and is about 50
years old. It is a wood and mud construction plastered on the outside, with acorrugated roof and glazed ‘sky-lights’. The internal walls are painted and limewashed. The floor is unsealed but has a vinyl covering. The space is quite dark on dulldays and has no power for electric lighting.
The library has both reference material and books that can be borrowed for a
maximum of three days. It is well used by children for reading and as a place to do
homework and revise for tests and exams.

After classes have finished, Ermiyas Tadas Yigziw uses the library as a quiet place to do
his biology homework. He makes use of biology textbooks from the library to help
improve his grades.
Many children come to the library to further their study and the new IDP English
language books have proved a hit with young scientists!

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“I have been the librarian at Debark Primary School for the past seven years, before
that I was a farmer and then spent three years in the army.
I enjoy my job, because I like to help the students. They come here to gain knowledge
and I can help them.
I like to read while I am working. It is a good job.
My hope for the future is that we will get a better, new library with more space andmore light. It is difficult because there are only some good places to read when it is adark day. We need more light and more windows. If it is attractive and light, children
will spend longer here reading and learning. I hope soon we will get a new building.”
Mesfin Alem Agidew
Librarian
Debark Primary School13

In Debark Primary School the English Language books donated by IDP are kept in the
Language Resource Centre. The books are reference only and are mainly used during
programmed lessons. While I was in Debark many children requested access to thebooks and this was always accommodated. On one occasion about twenty-five children
came in to read. They sat quietly reading or read together in small groups. The mostpopular books are ’information’ books about science, nature, animals and space. The
co-ordinator of the resource centre, Teshager Fentie is keeping records of the English
language books used and details of the readers (name, age, gender, grade). He said
that the new books are very popular with readers because they are more attractive andcover many topics.
The books have been arranged so that all the phonics books are together, making it
easy for teachers & pupils to access relevant material. Teshager has also tried to‘highlight’ some books to make the library more attractive. The centre has recently
been painted and further work is planned including making repairs to the roof.

These three girls asked to read the English language books after their classes finishedin the morning. They spent time reading quietly before going home.

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Kuletch Meda Primary School
Kuletch Meda Primary School is in a very rural setting on the way to the Simien
Mountains, just outside the main town of Debark. The settlement is newly built by thegovernment to re-house people evicted from the Simien National Park. The population
is made up largely of Muslim farmers who previously lived close to Ras Dashen. The
settlement is about 40 minutes walk from Debark city centre, but feels more isolated
from the city.
Kuletch Meda Primary School has three small classroom blocks, an office and a small,well-run library. The light room has tables & chairs and locally made shelves displaying
the new books donated by IDP. This is a new library and has been hugely helped by
the recent donation.
Atala Bazie has made a lovely welcoming library in a small space. The books are wellcared for and beautifully arranged, making the library very attractive for readers.
Despite being new to the job she has great ambitions for a larger community librarythat local adults can make use.
Kuletch Meda is isolated from the main town of Debark so a local library for thecommunity would be a great asset.
The new library will be part of a four-roomed block-built building with glazed windows.
The construction has already started and should be complete by the New Year. The
school is very fortunate to also have extensive lands that are used for agriculture andfor grazing.

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“I am very new, just a baby. I have only been here for eight months. Before, I worked
at the Education Office. I am very happy with this job. I enjoy helping the children andseeing them improve with their reading.
I keep records of who comes to the library each day. On average about forty children
come every day to read or to do homework. Grade 4-8 students use the library mostand there are more girls, this makes me happy.
It is good we now have books for the younger children. They like the new books
because they are bright with nice pictures and are easy to read.
We are planning a new library for next year, a bigger, with more light. I am looking
forward to our new building opening. We will have a better library that I hope will be
for the whole community, so everyone can enjoy reading and learning together.”
Atala Bazie
Librarian
Kuletch Meda Primary School16

Mikael Primary School
Mikael Primary School is small, with four blocks of classrooms, an office and library,built on high land above Debark town, close to Qeddus Mikael church. The library is ina building of wood and mud construction, with a corrugated roof and un-sealed floor.
The books are arranged on wooden shelves and divided into reference, borrowing andEnglish language books.
Sisay Setegn Nega is the new librarian at Mikael Primary School. He was previously asecurity guard and sees this job as a great opportunity. His job is not only providing an
income, supporting him and his wider family, but is also an opportunity to improve his
own education by reading and practicing English. He is keen to learn and make
improvements in the library and was very happy with the new posters.
Sisay says more girls than boys use the library for reading and doing homework. Asked
what would help to improve his library, Sisay requested a concrete floor and more
windows so the library is lighter.

Students at Mikael Primary School show their favourite books.

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“I am very new to the library; I have only been here for two weeks!
I am very happy with my job. I am responsible for my whole family; my mother,brothers and sisters and this library job helps me to support them.
The children love the new books too much because of the colours and the pictures. We
have to look after them and keep them very well. I clean the books every day becauseof the dust. The library is very important to me.
I am so happy when I see the children reading because I know it will help them in life
and will give them better opportunities. Myself, I am reading the English language
books to improve my reading and speaking, then I can help the children and my family
more.”
Sisay Setegn Nega
Librarian
Mikael Primary School
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School libraries: general observations
The libraries are well run and very well used by children and staff. The librarians keep
excellent records of their readers and this data will be invaluable in assessing whichbooks are most relevant and which appeal to particular readers.
The libraries serve two main roles, as a place for reading and as a place for studying.
The libraries are essentially homework clubs and also centres for informal exam
revision. It is important that this key role is recognised within the school and thatlibrarians are duly credited for their work and dedication. None of the librarians in
Debark have had any formal training and rely on the guidance in the library manual.
Most libraries would benefit from more light. This is particularly noticeable during therainy season when days are dull.
All libraries should aim to have concrete floors. This will reduce dust levels andprovide an improved environment for readers.
Many of the library books are slim and are better displayed flat so that the range of
titles can be clearly seen. This means additional shelf space is needed.

Books arranged at Debark Primary
School English Language Resource
Centre.
The books are displayed flat on lower
shelves, facing the reader andstacked in a traditional way.
These different techniques allow
easier access to the books and makethe library an attractive place forreaders.

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English language club
English language clubs exist in all schools and are part of the school offer. It is amandatory requirement that each school in the Debark Primary Cluster has an English
Language club.
Each school also has a dedicated ‘English day’ when both staff and students areencouraged to only speak in English. In Walia Primary School English day is on a
Wednesday each week, in Debark Primary School it is on a Friday.
Walia Primary School English language club is typically divided into two groups; grade
1-4 and grade 5-8. The club runs outside class hours. Activities include learning
greetings, songs, preparing presentations and watching English language films.
All English language teachers are expected to take an active role within the club. They
are responsible for preparing a yearly plan of activities that is presented to the Principal
each September. The club is held in school classrooms and sometimes the clubmembers present what they have been learning to the wider school.
In Debark Primary School the English Language Club (grade 1-8) gives regularpresentations at the daily flag ceremony. They sing songs and give presentations inEnglish.

The Principal of Walia Primary School aims to modernise and improve the current
language clubs. The introduction to phonics and the IDP English language resources
will help improve the quality of the English club provision. The recent training of English
language teachers across the Debark Primary Cluster has given teachers a greater
confidence in good pronunciation and delivery of language teaching.
Observations
Debark City Department of Tourism and Culture has a remit for adult education. It
would be a great asset if an English language resource could be established in thetown. This could be in the form of an English language club, showing English language
films, a young children’s reading club, short courses.
To achieve this the library needs new books, shelves, access to a laptop/computer &digital projector and educators. They have also requested a toilet & shower as apriority.
Habtamu Molla has a responsibility to deliver some aspects of the adult education
programme and is familiar with the current programmes, resources and remits of the
Department of Tourism and Culture.

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Solomon Tezera, Manager of Debark City Education Office, works with local university
students each year to complete end of term community projects. This year PHD
students from Gondar University built a nursery schoolroom, and a toilet block in Walia
Primary School.
Perhaps next year the students could also be encouraged to share their English
language skills. The students generally pronounced English well.
Homework club
Although no formal homework clubs exist, the school libraries act as a space for quiet
study after classes have finished. Most students make use of the library for homework,
either working alone or quietly in small groups. I have seen small groups of 5-6
students working together on the same topic, using textbooks, and helping each otherto work through answers. Teachers help by supplying the library with teaching notes,
past exam and test papers for students to use.
The Debark Primary Cluster works on a two-shift system. When classes have finishedchildren make use of the library. They also use the library in between classes. All thestudents I saw using the libraries were actively engaged in reading or studying. They
are quiet and well behaved and show respect for the books and the library space.

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